scholarly journals MANAJEMEN SEKOLAH PENYELENGGARA PENDIDIKAN INKLUSIF: KAJIAN APLIKATIF PENTINGNYA MENGHARGAI KEBERAGAMAN BAGI ANAK-ANAK BERKEBUTUHAN KHUSUS

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Trimo SD Negeri 1 Magelung Kabupaten Kendal
Keyword(s):  
Special Education ◽  
Cooperative Learning ◽  
Secondary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Content Standards ◽  
Adaptation Process ◽  
Students With Special Needs ◽  
Educational Environments ◽  
Assessment Standards

Inclusive education is a system of education that provides opportunities to all learners who have the disorder have the potential of intelligence and special talents to keep learning in educational environments together with the students in general. Based on Permendiknas 70 of 2009 article 4 (1) stated that the district appoint at least one primary, one secondary school in each district and one unit of secondary education for inclusive education are obliged to accept students with special needs. Implementation of inclusive education is done by adapting to the eight national educationstandards, the content standards, processes, competence of graduates, teachers/staff, facilities andinfrastructure, management, financing, and assessment standards. The adaptation process includes the activities of organizing, directing, coordinating, supervising, and evaluating. In providing services for children with special needs, learning activitiesin the inclusion classes have created a cooperative learning atmosphere among students familiar with students with special needs. For children to be conditioned to havean empathy for children who need special education, so children who need special education will feel comfortable learning with other kids my age, which ultimatelydid not feel inferior. ?é?á Pendidikan inklusif pada dasarnya merupakan system penyelenggaraan pendidikan yang memberikan kesempatan kepada semua peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa untuk mengikuti pendidikan atau pembelajaran dalam lingkungan pendidikan secara bersama-sama dengan peserta didik pada umumnya. Berdasarkan Permendiknas No.70 tahun 2009 pasal 4 (1) menyebutkan bahwa pemerintah kabupaten/kota menunjuk paling sedikit satu sekolah dasar, satu sekolah menengah pertama pada setiap kecamatan dan satu satuan pendidikan menengah untuk menyelenggarakan pendidikan inklusif yang wajib menerima peserta didik berkebutuhan khusus. Penyelenggaraan pendidikan inklusif dilakukan dengan melakukan adaptasi terhadap delapan standar nasional pendidikan, yakni standar isi, proses, kompetensi lulusan, pendidik/tenaga kependidikan, sarpras, pengelolaan, pembiayaan, dan penilaian. Proses adaptasi tersebut mencakupi kegiatan mengorganisasikan (organizing), mengarahkan (directing), mengkoordinasikan (coordinating), mengawasi (controlling), dan mengevaluasi (evaluation), hal-hal yang berkaitan dengan proses penyelenggaraan pendidikan inklusif. Dalam konteks aplikatif, dalam memberikan layanan bagi anak-anak berkebutuhan khusus, kegiatan pembelajaran dalam kelas-kelas inklusi harus tercipta suasana belajar yang kooperatif antara siswa-siswa biasa dengan siswa yang berkebutuhan khusus. Anak-anak biasa harus dikondisikan untuk memiliki sikap empati terhadap anak yang membutuhkan pendidikan khusus, dengan demikian anak yang membutuhkan pendidikan khusus akan merasa nyaman belajar bersama-sama dengan anak-anak sebaya lainnya, yang akhirnya tidak merasa inferior (rendah diri). Key words: inclusion, curriculum, learners, and management

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

Inclusion and Interdependence: Students with Special Needs in the Regular Classroom

2006 ◽  
Vol 10 (1) ◽  
pp. 43-59 ◽  
Author(s):  
David W. Anderson
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Social Justice ◽  
Christian Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Inclusive Classrooms ◽  
Regular Classroom ◽  
Students With Special Needs ◽  
Insight Into

MOVING BEYOND ARGUMENTS from social justice or human rights as a basis for inclusive classrooms, this paper advances a ‘theology of interdependence’ as a rationale for creating the classroom ethos desired in Christian education. A theology of interdependence provides insight into the culture of inclusive classrooms and forms the mainstay for an inclusive education and an inclusive worldview that stress community. Rather than discussing the how-to of inclusion, emphasis is on how-to-be inclusive. True collaboration between general and special education can best be accomplished through a theology of interdependence which communicates that disabled and able-bodied persons can learn from one another.

scholarly journals The Implementation of Inclusive Education for Students with Special Needs in Indonesia

2011 ◽  
Vol 2 (1) ◽  
pp. 1-10 ◽  
Author(s):  
, Sunardi ◽  
Mucawir Yusuf ◽  
, Gunarhadi ◽  
, Priyono ◽  
John L. Yeager
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Selection Process ◽  
Student Body ◽  
Special Equipment ◽  
Students With Special Needs ◽  
Institutional Management ◽  
Inclusive Schools ◽  
External Supports

Over the last decade, inclusion has become a world trend in special education. In response to that trend, the Indonesian government has adopted a progressive policy to implement inclusive education. The aim of this research is to describe the implementation process by focusing on the institutional management, student admission/identification/assessment, curriculum, instruction, evaluation, and external supports. The sample consisted of 186 schools with a total student body of 24,412, 12 percent of which (3,419) were students with special needs. In those schools, there were also 34 gifted students (0.1 percent). Of all the students with special education needs (SEN) students, 56 percent were males and 44 percent were females. The results showed, in terms of institutional management, that the majority of inclusive schools had developed strategic plans (for inclusion), legally appointed coordinators, involved related and relevant parties, and conducted regular coordination meetings. However, there were still many schools that had not restructured their school organizations. In terms of student admission/identification/assessment, 54 percent of schools set a quota for SEN students. Only 19 percent applied a selection process in student admission, half of which used different procedures for SEN candidates. Approximately 50 percent of inclusive schools had modified their curriculum, including a variety of standards. In terms of instruction, 68 percent of inclusive schools reported that they modified their instructional process. Only a few schools, however, provided special equipment for students with visual impairment, physical impairment, speech and hearing problems, and autism and gifted and talented students. In a student evaluation, more than 50 percent reported that test items, administration, time allocations, and students’ reports were modified. For the national exam, this number decreased dramatically. Finally, external supports in the forms of funding, coaching, and facilities were mostly provided by provincial governments and by the Directorate of Special Education.

scholarly journals PROBLEMATIK PEMBELAJARAN MAHASISWA BERKEBUTUHAN KHUSUS PADA PERGURUAN TINGGI INKLUSIF

Vidya Karya ◽  
2021 ◽  
Vol 35 (2) ◽  
pp. 55
Author(s):  
Muhammad Azimi ◽  
Ali Rachman ◽  
Mirnawati Mirnawati
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Research Approach ◽  
Analysis Model ◽  
Students With Special Needs ◽  
Study Program ◽  
Service Unit ◽  
Education Study

One form of handling needed by children with special needs is educational services. Inclusive education is a system that complements the previous ABK education system. However, the implementation of inclusive education in higher education has just taken place, namely in 2017. Since that year, Lambung Mangkurat University has also organized inclusive education. Several previous studies have shown that learning in inclusive education in Indonesia still has problems. This study intends to reveal the problems with the learning of students with special needs in the Special Education Study Program, Faculty of Teacher Training and Education, Lambung Mangkurat University. This study uses a qualitative research approach. The data sources in this study amounted to 23 people, which were divided into five students with special needs in the Special Education Study Program, ten volunteers accompanying MBK from the Disability Service Unit, and eight lecturers from the Special Education Study Program. Data collection techniques in this study were used to interview and documentation techniques. Analysis of the data used in this study is the analysis model of Miles and Huberman. This study describes that there are still various problems in the learning of students with special needs. The problem with planning is that the MBK assessment carried out so far is not comprehensive, and the RPS for students with special needs is not modified. At the implementation stage, problems that arise, namely the implementation of MBK learning is not following the prepared RPS, MBK is learning that is not modified, another problem is the ability of the MBK companion volunteer that is not optimal, MBK is learning that does not apply inclusive settings, and learning media are still not fully available. At the evaluation stage, there are problems, including the evaluation of MBK learning that is not modified and the evaluation of MBK learning that is still not running.Keywords: Higher education; MBK learning; Problematic  Salah satu bentuk penangan yang dibutuhkan oleh anak berkebutuhan khusus adalah layanan pendidikan. Pendidikan inklusif merupakan suatu sistem penyempurna dari sistem pendidikan ABK sebelumnya. Namun, penyelenggaraan pendidikan inklusif di perguruan tinggi baru-baru saja berlangsung, yaitu tahun 2017. Sejak tahun itu pula, Universitas Lambung Mangkurat turut menyelenggarakan pendidikan inklusif. Beberapa penelitian sebelumnya menunjukkan bahwa pembelajaran dalam pendidikan inklusif di Indonesia masih memiliki permasalahan. Penelitian ini bermaksud mengungkap apa saja problematik pada pembelajaran mahasiswa berkebutuhan khusus di Program Studi Pendidikan Khusus, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lambung Mangkurat. Penelitian ini menggunakan pendekatan penelitian1kualitatif. Sumber data dalam penelitian ini berjumlah 23 orang yang terbagi menjadi 5 orang mahasiswa berkebutuhan1khusus Prodi Pendidikan Khusus, 10 orang volunter pendamping MBK dari Unit Layanan Disabilitas, dan 8 orang dosen Prodi Pendidikan Khusus. Teknik pengumpulan data pada penelitian ini menggunakan teknik wawancara dan dokumentasi. Analisis data yang digunakan dalam penelitian ini adalah model analisis Miles dan Huberman. Hasil penelitian ini mendeskripsikan bahwa masih terdapat berbagai problematik dalam pembelajaran mahasiswa berkebutuhan khusus. Problematik pada perencanaan, yaitu asesmen MBK yang dilaksanakan selama ini tidak komprehensif dan RPS mahasiswa berkebutuhan khusus yang tidak dimodifikasi. Pada tahap pelaksanaan, problematik yang muncul, yaitu pelaksanaan pembelajaran MBK tidak sesuai dengan RPS yang disusun, ada pembelajaran MBK yang tidak dimodifikasi, problematik lainnya adalah kemampuan volunter pendamping MBK yang belum optimal, ada pembelajaran MBK yang tidak menerapkan setting inklusif, serta media pembelajaran masih belum tersedia secara lengkap. Pada tahap evaluasi, terdapat problematik, di antaranya evaluasi pembelajaran MBK yang tidak dimodifikasi dan evaluasi pembelajaran MBK masih belum berjalan dengan semestinya.Kata Kunci: Problematik; Pembelajaran MBK; Perguruan tinggi

scholarly journals Pengajaran Guru Pendidikan Islam Di Kelas Inklusif: Fenomena Semasa Dan Keperluan Pembentukan Model

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Suzana Harun ◽  
Zaharah Hussin ◽  
Abdul Muhsein Sulaiman
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Inclusive Classrooms ◽  
Islamic Education ◽  
Development Research ◽  
Design And Development ◽  
Students With Special Needs ◽  
Design And Development Research ◽  
Model Formation ◽  
Mainstream Students

Pendidikan Inklusif merujuk kepada suatu program pendidikan yang memberi peluang kepada murid-murid berkeperluan khas untuk mengikuti pembelajaran sepenuhnya dalam kelas aliran perdana bersama murid aliran perdana. Pendekatan pendidikan inklusif adalah sejajar dengan hasrat kerajaan yang terkandung dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2025, yang berinisiatif untuk meningkatkan enrolmen murid berkeperluan khas dalam program pendidikan inklusif. Terdapat banyak isu atau pemasalahan yang ditemui dalam kajian-kajian yang lepas berkaitan pengajaran dalam kelas inklusif di dalam negara. Salah satu isu yang ditemui dalam kelas inklusif ialah berkaitan pengajaran guru mata pelajaran arus perdana dalam kelas inklusif untuk murid bekeperluan khas. Kertas konsep ini bertujuan untuk meninjau pengajaran Guru Pendidikan Islam dalam kelas Inklusif yang mendorong keperluan terhadap pembinaan model pengajaran inklusif. Kajian yang dijalankan adalah dengan menggunakan rekabentuk Design and Development Research (DDR). Implikasi kajian diharap dapat menyumbang kepada keperluan pembentukan model.   Inclusive Education refers to an educational program that provides opportunities for students with special needs to fully pursue learning in mainstream classes with mainstream students. The inclusive education approach is in line with the government's aspirations contained in the Malaysia Education Blueprint 2013-2025, which initiatives to increase the enrollment of students with special needs in inclusive education programs. There are many issues or problems found in past studies related to teaching in inclusive classrooms in the country. One of the issues found in inclusive classrooms is related to the teaching of mainstream subject teachers in inclusive classrooms for students with special needs. This concept paper aims to review the teaching of Islamic Education Teachers in Inclusive classrooms which drives the need towards the construction of inclusive teaching models. The study was conducted using Design and Development Research (DDR) design. The implications of the study are expected to contribute to the need for model formation.

scholarly journals Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

scholarly journals EDUCATIONAL INSTITUTION ACTIVITY IN THE INCLUSIVE EDUCATION PROCESS

2017 ◽  
Vol 3 ◽  
pp. 90
Author(s):  
Marite Rozenfelde
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Process ◽  
Student Diversity ◽  
Students With Special Needs ◽  
Support Team ◽  
Inclusive Policy ◽  
Social Pedagogue ◽  
Education Process

The article provides a summary of a theoretical study on the main provisions of the activity of the educational institution’s administration in creating and implementing an inclusive educational process at the institution. Inclusive education is teamwork – the responsibility and obligation shared by the whole educational institution is a challenge to the whole team of the educational institution and first of all, a challenge to the administration of the educational institution. Inclusive education can be implemented in various ways all united by organizational culture with positive perception of student diversity, an understanding that the leaders working at educational institutions with their colleagues have a central role in promoting the inclusive culture. The role of administration in the development of the inclusive educational process at an educational institution is to ensure the implementation of the norms concerning the rights of students with special needs to be included, to maintain inclusive policy in the activity of the educational institution, to provide everyone involved in the learning process with information about the special needs of the students, to allocate funds for providing for the special needs, to guarantee accessibility of the educational institution. The administration and the support specialists of the educational institution must work as a team, must develop a plan of measures for the implementation of a further inclusive education process of the educational institution, for providing the support in education where the measures for educational support include determining and assessment of the needs of a student; consultations and support for all students, including the students with special needs, professional development, consultations and support for teachers, the students’ parents and the specialists; consultations of the support team specialists and services, also attracting specialists from other institutions; technical aids and equipment (if necessary); an opportunity to study using sign language and the services of an interpreter (if necessary); transportation services (if necessary, also with an accompanying person); assistant services, etc. The make-up of specialists of the support team of the educational institution – speech and language pathologist, psychologist, social pedagogue, special education pedagogue, medical specialist, etc. can vary depending on the needs and circumstances of the students of the specific educational institution. Work responsibilities of these support team professionals in the general support system of the educational institution are analyzed in the article.

Sign in / Sign up

Export Citation Format

Share Document